{"id":918,"date":"2020-07-06T20:50:34","date_gmt":"2020-07-07T00:50:34","guid":{"rendered":"https:\/\/silverliningforlearning.org\/?p=918"},"modified":"2021-02-23T23:34:06","modified_gmt":"2021-02-24T04:34:06","slug":"flip-the-script","status":"publish","type":"post","link":"https:\/\/silverliningforlearning.org\/flip-the-script\/","title":{"rendered":"Blog Post | Flip the Script"},"content":{"rendered":"

Under the best of circumstances, 98% of school is language arts and the remaining 27% is dedicated to a thing called math. Every other subject is fungible. Under the best circumstances, art, music, drama, and making things are under constant threat of underfunding or elimination. I have been receiving pleas for advice from art, music, and maker education teachers facing a \u201creturn to school\u201d in which their programs are being shelved due to safety concerns while their hallowed spaces are being annexed for socially distant small group reading, \u2018riting, and \u2018rithmetic.<\/p>\n

The hastily thrown together plans are based on woefully incomplete data, questionable assumptions, fear, and frankly, exhaustion. Creative teachers are being asked to watch as the curricular programs they built, developed, fought, and fundraised for, are being sacrificed for \u201cSchool.\u201d While these changes may be made with all of the best intentions, they will narrow the curriculum, denature what the educational experience, and marginalize some of the system\u2019s most creative educators. History suggests that once these programs are eliminated, they will likely never return.<\/p>\n

So, here is my advice for the teachers expert in learning-by-doing. Stand your ground. Fight for your programs. Defend your turf \u2013 literally and figuratively. Make it abundantly clear that when face-to-face school resumes, you\u2019re not going anywhere.<\/p>\n

They call your subjects \u201cspecials\u201d for a reason. It\u2019s time to reclaim that term and rid it of its pejorative connotation. What you do is<\/em> special! It is why many kids come to school. If you work in a private school, your programs are probably why parents pay for their children to attend.<\/p>\n

The non-desk-bound subjects are your school\u2019s value proposition. They are what keeps school viable. Many of you just demonstrated that accessing information, writing, engaging in conversation, attending lectures, and test-taking \u2013 the meat and potatoes of schooling \u2013 may be done online. (The dirty little secret is often in far less time than the school schedule suggests.)<\/p>\n

So, here\u2019s my million-dollar idea. If you can stomach attending another virtual committee meeting to plan the coming school year, make the following case. Any hybrid or face-to-face model of schooling in the future should prioritize the preservation of art, music, drama, making, and hands-on science. <\/strong>Start with that<\/em> goal and work backwards to create plans for realizing that<\/em> vision of education. Flip the script!<\/p>\n

All<\/u> matters of space allocation, staffing, scheduling, and funding should support the goal of preserving and sustaining the experiences that are best (or only) achieved when adults and children are located in the same physical space at the same time. Imagine what school would look like when committed to helping children realize their fullest potential and emphasizing that which makes us human.<\/p>\n

Let me be even less ambiguous. School should be about art, music, drama, science, and making things.<\/strong> Do not settle for keeping your job while your role is diminished, and your programs are marginalized. This is the time for school to expand the experiences children cannot enjoy on the Internet, on TV, or from a book.<\/p>\n

I won\u2019t insult readers by reciting the evidence for how these experiences improve \u201cacademic performance,\u201d improve attendance, motivate students, or enhance a community. You know all of those things already. The decision-makers who continuously chip away at such essential programs know so too. We should use this moment to do the right thing.<\/p>\n

Do not confuse my radical suggestion as a short-term intervention for dealing with the immediacy of the COVID-19 crisis, but rather an exercise in educating for an inevitable future in which today\u2019s arbitrary school schedule will be as impractical as it is unacceptable. In the very near future, children will attend schools more and<\/em> less than today with flexible schedules based on shifts in parental work patterns, individual student needs, and a plethora of productive contexts for learning \u2013 online, in school, and in the community.<\/p>\n

The most predictable opposition to my modest proposal is a concern for safety. I am not an epidemiologist and certainly do not wish to jeopardize anyone\u2019s health. My answer to the question, \u201cHow can we do this safely and maintain social distancing and proper hygiene?\u201d is \u201cI don\u2019t know. Figure it out.\u201d There appears to be consensus on the practical tactics being employed by those seeking to open joyless schools where children may be minded, fed, and lectured to. Surely, those tips and tricks apply to my humane and vibrant model as well.<\/p>\n